Exploring challenges experienced by teachers in addressing learning barriers in the classroom: A case study for two selected schools in Chris Hani, South Africa

Abstract

This study explored the difficulties public school teachers encounter in dealing with learning barriers in the classroom in Chris Hani-West, Eastern Cape, South Africa. The main goal was to understand the support given to teachers in dealing with learning barriers in the classroom. The study used a qualitative approach involving interviews and observations, and the data collected were presented using a thematic method. The study used the case study method. Eight teachers were purposefully chosen in two selected schools. The study findings showed that distractions, reading/writing problems, and disruptive behaviours in the classroom all pose challenges to successful instruction. The findings showed that teachers use differentiated instruction and collaborative techniques, as well as inclusive teaching practices and curriculum adaptation to meet multiple learning requirements. The findings also showed that teachers experience a lack of support from education departments, emphasizing the requirement for more school and department-based extensive in-service training. The study also recommends improved teacher training, professional development, smaller class sizes, inclusive teaching practices, community involvement, and collaborative support systems.